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Literacy Milestones: Age 6

Identifying a reading problem is a challenge without a sense for what typical literacy development looks like. Find out what language accomplishments are typical for most children at age six.

Most children learn to read by age 7. Learning to read is built on a foundation of language skills that children start learning at birth  a process that is both complicated and amazing. Most children develop certain skills as they move through the early stages of learning language.

The following list of such accomplishments is based on current research in the field, where studies continue and there is still much to learn. As you look over the list, keep in mind that children vary a great deal in how they develop and learn.

If you have questions or concerns about your child's progress, talk with your child's doctor, teacher, or a speech and language therapist. For children with any kind of disability or learning problem, the sooner they can get the special help they need, the easier it will be for them to learn.

At age 6, most first-graders can:

Read and retell familiar stories

Use a variety of ways to help with reading a story such as re-reading, predicting what will happen, asking questions, or using visual cues or pictures

Decide on their own to use reading and writing for different purposes

Read some things aloud with ease

Identify new words by using letter-sound matches, parts of words, and their understanding of the rest of a story or printed item

International Reading Association (IRA) and National Association for the Education of Young Children (NAEYC) (1998). Learning to read and write: Developmentally appropriate practices for young children--A joint position statement of the IRA and NAEYC. Washington, DC.

National Association for the Education of Young Children (NAEYC) (1996). Technology and young children ages 3 through 8--An NAEYC position statement. Washington, DC.

National Center for Education Statistics (1999). The National Assessment of Educational Progress (NAEP)1998 reading report card. U.S. Department of Education, Washington, DC.

International Reading Association (IRA) and National Association for the Education of Young Children (NAEYC) (1998). Learning to read and write: Developmentally appropriate practices for young children--A joint position statement of the IRA and NAEYC. Washington, DC.

National Association for the Education of Young Children (NAEYC) (1996). Technology and young children ages 3 through 8--An NAEYC position statement. Washington, DC.

National Center for Education Statistics (1999). The National Assessment of Educational Progress (NAEP)1998 reading report card. U.S. Department of Education, Washington, DC.

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Comments

Hi Melissa, when teaching my students to read I use the word families (words ending -ed, -at, -in etc) until it "clicks" and they start blending any random cvc word. What really helps are magnetic letters (lowercase). Put them on the fridge and read the word families everyday. Every few days write a random cvc word and see if he can blend it, he will eventually! (By the way make sure he knows the letter sounds well first)

Should I be concerned that my 6 year old (year 1) attended Prep and is still writing numbers and letters backward, and has difficulty making the correct sound for the letter, i.e. pronounces d as b and vice versa, and cannot read very well at all. Will read a list of words with the same ending, i.e. bed, red, ted, on one page but can't read bed on the next page. Thanks

No, It is important that you show your child the correct way to make the numbers. If practice is needed, print out a worksheet from online so they can trace over the numbers. As long as they are attempting the number instead of just not knowing is good. Just encourage your child to read those numbers around the house, at the grocery store or any other place.